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National University

School of Education

National University General Education Assessment


and Evaluation of Student Teaching Performance
Second Assessment
Student Teacher: Pellegrini,Julie
University Support Provider: Jensen,Gail Aparton
Assessment recorded on: 12/10/2014

Domain A: Making Subject Matter Comprehensible to Students


Question

Score

1.

Demonstrates knowledge of subject matter content and literacy required


for all students' high achievement of PK-12 academic standards
associated with specific Multiple Subject (history/social science,
mathematics, science, health, physical education, and visual and
performing arts) or Single Subject content areas. (TPE 1) (PS-1, 5,
7A/B, 8A/B)

2.

Organizes curriculum to enable all students to learn and use the


knowledge, skills, and abilities identified in specific Multiple Subject
(history/social science, mathematics, science, health, physical education,
and visual and performing arts) or Single Subject content areas. (TPE
1) (PS-8A/B)

3.

Organizes curriculum, instructional strategies, resources, and


technologies to develop deeper student learning of the PK-12 academic
standards. (TPE 1) (PS-1, 5, 8A/B)

4.

Uses a variety of effective materials, resources, technologies, and


literacies to provide all students equitable access and high achievement
of the PK-12 academic standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)

5.

Demonstrates individual, language, and cultural sensitivities when


developing, implementing, and assessing subject matter. (TPE 1) (PS-9,
11)

Evidence:
State frameworks and common core guidelines are utilized in all observed lesson and a
familiarity with all concepts is clear.
Curriculum is well and completely organized to facilitate the focus and understanding of
the students.

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Knowledge of the subject matter taught is clearly demonstrated.


A variety of effective materials, resources, technologies and literacies is well developed
to encourage and reach all students taught.

Domain Score: 18

Domain B: Assessing Student Learning


Question

Score

1.

Uses multiple measures for progress monitoring throughout instruction


to determine whether all students, including English learners and
students with special needs, are understanding content/skills and making
progress toward achievement of state-adopted academic standards.
(TPE 2) (PS-5, 6, 8, 12, 13)

2.

Employs ongoing multiple and, where appropriate, differentiated


assessment options to collect evidence of individual and whole class
learning, including performance-based real-world applications,
questioning strategies, work samples and products. (TPE 2) (PS-6, 8, 12,
13)

3.

Anticipates, checks for, and addresses common misconceptions and


identified misunderstandings. (TPE 2)

4.

Uses a variety of informal and formal, as well as formative and


summative assessments, at varying levels of cognitive demand to
determine students' progress and plan instruction. (TPE 3) (PS-6, 8, 12,
13)

5.

Uses formal (including language/CELDT, academic, IEP) and


classroom-based assessment results to design and monitor daily
instruction required to meet all students' learning needs and ensure high
achievement of PK12 academic standards. (TPE 3) (PS-6, 12)

6.

Teaches students how to use self-assessment strategies and provides


time for students to practice these strategies. (TPE 3)

7.

Uses a variety of technologies and sources to analyze data as a tool for


assessing student learning, informing instruction, managing records, and
providing feedback to students and their parents. (TPE 3) (PS-11)

8.

Explains to students and to their families, student academic and


behavioral strengths, areas for academic growth, promotion and
retention policies, and how a grade or progress report is derived and how
to help students achieve the academic curriculum (TPE 3)

Evidence:
Self assessment is encouraged and time is provided for individual work in this area.
Continues to utilize multiple measures to measure knowledge and assess readiness.
Multiple assessments employed where appropriate as well as including the framework
and common core expectations.
Technology utilization has increased as students are introduced to a variety of sources
and information.
Work with explanation of student academic and behavioral development is explained
when requested and input is given to the grading process.

This report was generated on: 02/23/2015 17:02:46

Domain Score: 27

Domain C: Engaging and Supporting Students in Learning


Question

Score

1.

Connects students' prior knowledge, life experiences, interests, and


cultural factors with learning goals, curricular and instructional
strategies, and methods of assessing student learning. (TPE 4) (PS-5)

2.

Uses community resources, student experiences, questions, and applied


learning activities to make instruction relevant, challenge students' ideas,
share their viewpoints, work collaboratively and achieve PK12 academic
standards. (TPE 4) (PS-6, 8A/B)

3.

Uses a variety of instructional strategies, technologies, and resources to


model, guide, support and promote all students in problem solving,
critical thinking, and self-directed, reflective learning making subject
matter meaningful. (TPE 4) (PS-6, 8A/B)

4.

Teaches students literacy skills needed to comprehend and use a variety


of texts and information sources, in the subject(s) taught. (TPE 4) (PS7A/B)

5.

Uses a variety of instructional strategies, technologies (including


assistive), and resources to respond to students' diverse learning needs
(including full range of language and special populations) and promote
high achievement of PK12 academic standards by all students. (TPE 5)
(PS-12, 13)

6.

Provides developmentally appropriate practices supporting all students'


emotional, social, physical, and intellectual needs. (TPE 6) (PS-12)

7.

Uses a variety of strategies, technologies, materials, and resources to


differentiate instruction based upon students' culture, level of
acculturation, primary language and proficiency levels (CELDT) in
English and non-dominant varieties of English, and advanced learners.
(TPE 7) (PS-11)

8.

Applies pedagogical theories, principles, and instructional practices for


designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced
learners and for students with multiple socio-cultural backgrounds. (TPE
7) (PS-11)

Evidence:
Developmentally appropriate practices are utilized to involve all students in the learning
experience and to encourage participation.
Though literacy remains the focus of all phases of instruction the students are clearly
involved and eager to participate in every way.
Multiple measure of instructional strategies as well as a variety of technology are utilized
to keep them involved and focused.
Current educational theories and instructional practices are part of the delivery and
expectations for student participation.
All available resources are utilized to encourage focus and participation as well as to help

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the students develop their skills.

Domain Score: 29

Domain D: Planning Instruction and Designing Learning Experiences for


Students
Question

Score

1.

Uses students' academic, social, emotional, cognitive, cultural, and


pedagogical factors in designing a comprehensive program of rigorous
instruction, including Reading, Writing, Speaking and Listening, and
Language within discipline-specific standards to support all students in
achieving the PK12 academic standards. (TPE 8/4) (PS-5, 6)

2.

Modifies instructional plans based on a full-range of students' academic


knowledge/skills, students' special learning needs, and English learners
as well as speakers of non-standard English language abilities (TPE 8)
(SP-9, 12, 13)

3.

Designs and articulates short and long-term learning goals to foster


student learning based on PK12 academic standards and alignment of
the curriculum. (TPE 9) (PS-1, 3, 5, 8A/B)

4.

Develops/adapts and sequences subject matter, instructional activities,


assessment strategies, resources, and materials for achieving high
achievement of PK12 academic standards by all students. (TPE 9) (PS5)

5.

Develops relevant, differentiated instructional plans by connecting the


content to be learned with students' linguistic and cultural backgrounds,
experiences, interests, and developmental learning needs. (TPE 9) (PS5)

Evidence:
Needs of students on all levels is incorporated into the design of the lessons presented as
well as the overall goals and objectives of teaching. Plans are modified as the need is
perceived and student ability levels require.
The major emphasis of this assignment is language arts development as well as
socialization and this is incorporated into all phases of instruction. Plans are
differentiated as assessments indicate and visual/oral assessments require.
Lessons are carefully sequenced incorporating a variety of instructional strategies as well
as addressing learning needs.
All cultural backgrounds are touched in lesson preparation and delivery.

Domain Score: 17

Domain E: Creating and Maintaining an Effective Environment for Students'


Learning
Question

Score

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1.

Manages instructional time within the schedule's confines to maximize


student achievement of PK12 academic standards. (TPE 10) (PS-5, 6)

2.

Establishes procedures for routine tasks and manage transitions to


maximize instructional time. (TPE 10) (PS-5, 6)

3.

Creates and maintains a learning environment fostering students'


physical, cognitive, emotional, and social well-being. (TPE 10) (PS-5, 6)

4.

Manages disruptive student behavior effectively. (TPE 11)

5.

Establishes rapport with all students and their families needed for
supporting academic and personal success through caring, respect, and
fairness. (TPE 11)

6.

Promotes sense of community, social development, student


collaboration, and group responsibility. (TPE 11)

7.

Establishes, communicates, and maintains clear standards for effective


student learning and appropriate classroom behaviors. (TPE 11) (PS- 5,
6)

8.

Plans and implements classroom procedures and routines supporting


student learning. (TPE 11)

9.

Creates and maintains a physically, socially, and emotionally safe


learning environment promoting inclusiveness, respect, and valuing
differences. (TPE 11) (PS-6, 13)

10.

Evaluates the classroom social environment and its relationship to


academic achievement for all students, and makes necessary adjustments
based on student learning and behavior as well as consultation with
other teachers and students' families. (TPE 11) (PS-5, 6)

Evidence:
The lessons are planned carefully so that the students' limited attention span and
instructional needs are addressed. Involvement is key here.
Routine day to day procedures are clear and well established and students respond in a
positive supportive manner.
As their ages show their needs in the area of modifying outbursts this has proven to be a
challenge that the teacher has definitely risen to.
Rapport and respect is in evidence and the teacher is well liked and responded to.
The classroom environment is one of safety and stimulation of the senses.

Domain Score: 35

Domain F: Developing as a Professional Educator


Question

Score

1.

Models ethical commitment, values, and practices dedicated to 'all


students can learn at high levels'. (TPE 12) (PS-5)

2.

Acknowledges own personal values and biases, recognizes and resists


acts of intolerance, and understands the ways these values and biases
affect the teaching and learning of students. (TPE 12) (PS-5, 6)

3.

Works constructively with colleagues, students, their parents, and

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community members to communicate student progress and promote


learning. (TPE 12) (PS-9, 13)

4.

Demonstrates professionalism by portraying professional image, using


effective communication skills, modeling ethical and moral behaviors,
welcoming and accepting constructive criticism in positive ways, and
implements all district, state and federal laws regarding the education of
PK12 students.

5.

Takes responsibility for student academic learning outcomes and


communicates student learning progress consistently and effectively
over time. (TPE 12) (PS 3, 5, 6)

6.

Models a variety of communication and collaboration skills needed to


effectively work with colleagues, students, their parents, and community
members and promote equitable learning and healthy learning
environments for all students. (TPE 12) (PS-9, 10,11, 13)

7.

Engages in and promotes appropriate communications with staff,


students, and parents via the Internet, telephone, text messages, and
social media networks. (MySpace, Facebook, Twitter etc.) (TPE 12D)
(PS-12)

8.

Uses and reflects on multiple sources of information (including student


learning data, principles of human development and learning, relevant
theory, and research) in making instructional decisions to promote all
students' learning and for improving pedagogical practices. (TPE 13)
(PS-4, 6)

9.

Individually and collaboratively with colleagues, examines and reflects


on their teaching practices and professional behaviors in relation to
principles of classroom equity, student learning evidence, laws, and the
professional responsibilities. (TPE 12/13) (PS-5, 6, 13)

10.

Uses site-based and community resources to provide integrated support


for the social, emotional, health, educational, and language service needs
of each child. (TPE 12) (PS-9, 10)

Evidence:
Expected behaviors are modeled.
Reflections are well done and clearly elicit input from colleagues and USP.
Professionalism is demonstrated in communication, image, and eager acceptance of
input.
Collegial cooperation is observable in every segment of the assignment as well as in
working in activities outside of the classroom.
Julie is positive and eager to be a teacher.

Domain Score: 35

Overall assessment and evaluation feedback:


Julie has developed into an outstanding young teacher. Her enthusiasm and love of children is clearly
observable in both her placements, but more clearly in this second placement in Kindergarten.
She is a joy to observe and her colleagues and SSPs are very positive about her in every way.

This report was generated on: 02/23/2015 17:02:46

As she takes over her own classes she can incorporate the skills she learned from both her SSPs into her
own curriculum and lesson planning.
To date she has grasped eagerly all phases of the student teaching assignment, especially in applying
common core standards and state frameworks into her instruction.
Her classroom is a positive nurturing environment where students are comfortable and feel well supported
what ever their cultural or learning backgrounds are.
Assessment total score: 161

Rubric Level: 4

This report was generated on: 02/23/2015 17:02:46

ASSESSMENT RUBRIC and SCORE LEVELS


Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the competency
or competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, accurate, and clear
or detailed evidence. The evidence is purposefully connected and reinforced across this TPE Domain. (Point
Range: 150-184)
Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies. Candidate's
practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected
across this TPE Domain. (Point Range: 115-149)
Emerging (2) - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or ambiguous
evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent. (Point Range: 80-114)
Beginning (1) - The candidate provides little or no evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate or missing evidence.
Evidence is unconnected across the TPE Domain. (Point Range: 79-46)

This report was generated on: 02/23/2015 17:02:46